Spanish II - Study Guide for 2B Lesson Test

Fecha del examen: _LUNES, el 4 de mayo_

Be ready to take the 2B test:
• Vocabulary on pages 98, 99, 102-105, 124 + pink list. Be ready to write out the words in Spanish quickly and accurately.
1. Shopping: places to go & things to buy there.
2. Describe your purchases: what they are and describing them (color, materials and their sizes).
3. Talking about sales, prices and how to pay for them.
4. Be able to talk about all of the above in the simple past tense.
• Regular preterites: pages 110-113 + extra handouts & verb grid.
• Demonstrative Adjectives: pages 114-115 + Blue packet.
• Using adjectives as nouns: pages 116-117.

Spanish II 04-30-09

Español II
30 de abril de 2009

1. 1. Guest Speaker: Stefan Bussey from AFS re: living in another country and cultural perspectives.

2. Brief study/review of the preterite.

3. Took Regular Preterite Verbs Test (36 points).

4. Read the Fondo Cultural - page 109 - regarding clothing and shoe sizes in Latin America and Spain. We calculated our shoe sizes in Spain.

5. Page 116 - Using Adjective like Nouns. Students read this article in the textbook and I gave some examples.

6. I handed out a study guide for THE 2B LESSON TEST ON MONDAY. - See separate Blog Post.

Tarea:
1. Bring your WAVA book - we'll correct page 42 AND do the listening activities tomorrow in class.
2. Yellow Practice Workbook Packet: 2B-7(pg. 46)= See page 166 in your textbook.

Spanish IV 04-30-09

Español IV
30 de abril de 2009

1. Guest Speaker: Stefan Bussey from AFS re: living in another country and cultural perspectives.

2. Corrected the homework exercise on page 42 (#'s 11-15) in the Future and Conditional packet.

3. Practiced the irregulars of the future playing the Lotería game prepared as homework.

4. I introduced the homework - Demonstrating how to make a "fortune teller" game. See the criteria below.

5. Tarea:
A. Juego del porvenir (fortune teller game). Need directions? Once you have your square folded:
1. Select your four colors and SPELL them out in Spanish (Green Dot + Verde)
2. Write the HUNDREDS (100-800) on each of the interior triangles.
3. Write your 8 fortunes in Spanish: One in the triangle behind each of the HUNDREDs.
4. Each fortune needs to have 3VERBS in the FUTURE = a series of actions in a cause/effect/end result sequence.
5. NO MORE THAN 3 really terrible "fortunes".

B. Future and Conditional Packet: Ex. E & F.

Español II - 2B Preterite Verbs - Flash Card Practice Sentences.

Use your Three sets of flashcards to "build" the sentences below.


(1)Subject Pronouns:
Yo, tú, Ud., él, ella, Nosotros/as, Vosotros/as, ellos/as
(2) Verb Roots (stems):
Habl-,Bail-,Com-,Viv-,Compr-,Escrib-,Mir-,Aprend-,Pag-/Pagu-,Almorz-/Almorc-, Busc-/Busqu-
Verb endings:
-Ar: -é,-aste,-ó,-amos,-asteis,-aron
-ER/-IR: -í,iste,-ió,-imos,-isteis,-ieron

Here's my recommendation on how to proceed-
(1)Copy down the English
(2)Use your cards to build one sentence at a time
(3)Then copy your Spanish version next to the English.
(4)Last, scroll down and check your answers.

1. I paid for
2. You(informal) paid for
3. She danced
4. We ate
5. You(formal)ate lunch
6. I ate lunch
7. He looked for
8. I searched
9. They(m) lived
10. You(inf.) learned
11. You "guys" talked
12. They(f) watched
13. You(all) wrote
14. She danced
15. We ran
16. You(inf.) bought
17. He ate
18. She lived.




Las respuestas:
1. I paid for = Yo pagué
2. You (informal) paid for = Tú pagaste
3. She danced = Ella bailó
4. We ate = Nosotros comimos
5. You (formal)ate lunch = Ud. almorzó
6. I ate lunch = Yo almorcé
7. He looked for = él buscó
8. I searched = Yo busqué
9. They(m)lived = Ellos vivieron
10. You(inf.) learned = Tú aprendiste
11. You "guys" talked = Vosotros hablasteis
12. They(f) watched = Ellas miraron
13. You(all) wrote = Uds. escribieron
14. She danced = Ella bailó
15. We ran = Nosotros corrimos
16. You(inf.) bought = Tú compraste
17. He ate = él comió
18. She lived = Ella vivió

Spanish II 04-29-09

Español II
29 de abril de 2009

Warm-up: Sentence writing practice using the preterite and 2B vocabulary.

Preterite practice test -
A. Selecting the verb that best fits the sentence and then conjugating it in the form needed.
B. Writing sentences including a subject of the verb (who) the verb in preterite (what s/he did) and a preterite time expression (when s/he did it).
C. Practicing the IRREGULAR preterite forms of SER and IR - NOT ON TOMORROW'S TEST.

Preterite CONJUGATION Flash Cards. I made sets cards based on our PRETERITE (PINK) VERB GRID including cards for all of the :
Subject Pronouns
Verb Stems
Preterite -AR endings and -ER/-IR endings
I distributed scissors and students cut apart their sets of cards and put them in the snack size baggies I purchased for them.

Sentence Flash Card Practice Game. I gave the class a simple sentence that could be translated with the preterite flash cards, and the students put the cards together on their desks to translate them to Spanish. See the separate blog of sentences you can use to practice for the test tomorrow.

Tarea:
2B Preterite Test - Be able to:
1. Conjugate the verbs on your PINK VERB GRID in the PRETERITE.
2. Know the MEANINGS OF THESE VERBS IN THE PRETERITE.
3. Know the SPELLING CHANGERS FOR YO with verbs ending in -CAR,-GAR,-ZAR.
4. Be able to put it all together in simple sentences that include the TIME EXPRESSIONS FOR THE PRETERITE (the quiz we took last Thursday - terms are on the bottom of your verb grid).

Spanish IV 04-29-09

Español IV
29 de abril de 2009

1. Warm-up: Translation sentences based on the vocabulary on page 46.

2. More vocabulary practice: Activity 2-3, page 47.

3. Review and Corrections: Ser versus Estar - finishing the back page of the packet.

4. SER, ESTAR or HABER? = Review and Corrections - Workbook packet WB42-43.

5. Introduced/Reviewed EL FUTURO see pages 55-56. Pay close attention to its uses - don't overlook it's use in the present tense to express conjecture/probability.

6. EL FUTURO and EL CONDICIONAL (EL POTENCIAL) - Packet. We went over the uses and forms, and began working a couple of the exercises.

Tarea:
1. Complete the LOTERIA of the irregular future forms - 1st column = Yo, 2nd = tú, 3rd - él, 4th = Nosotros/as, 5th = ellos. ALSO translate the form to it's English equivalent e.g. Tendré = I will/shall have; Dirás = You will/shall say, or tell.

2. Future and Conditional Packet: Complete items 11-15, page 42.

Spanish II 04-28-09

Español II
28 de abril de 2009

Introduced and practiced DEMONSTRATIVE ADJECTIVES: "This/These, That/Those, That (over there)/Those (over there). See page 114 in your textbook.
I demonstrated how it is used with objects around the classroom
We watched the Gram Activa, and did the oral exercises with it
I distributed a packet (azul) and we worked through most of the practices
and exercises.

We practiced EL PRETERITO:
We corrected the homework in the workbook packet - 2B-5
Added onto/reviewed the IRREGULAR PRETERITES on our white verb grid
We corrected the homework in WAVA, Act. 11 (page 44)
I distributed a two-sided handout of questions in the preterite(rosado).
This will be used for an ORAL TEST by the end of Lesson 3A
We practiced asking and answering the questions.

Tarea:
1. Yellow Practice Workbook Packet - 2B-3, page 42 = Refer to vocab. on page 124 and the drawings to answer the questions.

2. TEXT page 108, ACTIVITY 8 - part 1. Refer to vocab. on page 124 and DRAW A PICTURE to illustrate as much of the vocabulary as you can. Then WRITE a MINIMUM of 4 sentences describing your drawing AND INCLUDING THE INFORMATION IN THE BULLETS in the activity.

Spanish IV 04-28-09

Español IV
28 de abril de 2009

1. We completed the circle discussion begun yesterday in class. Students turned in their small poster, and speaker’s notes.

2. We went over the last lesson test (we finally got all of the make-ups completed!) – The vocabulary, grammar (preterite versus imperfect) and readings from Lesson 1B.

3. We corrected the homework in the Ser and Estar packet (Ex. B & E).

Tarea:
Workbook packet from the lesson, WB42 – 43. Complete the exercises but stop at the bottom of WB43 where it begins the work over “El futuro”.

Spanish II 04-27-09

Español II
27 de abril de 2009

Precaliento: Vocabulary Practice in Context
• We watched the Video Historia, script on pages 104-105 in textbook.
• ¿Comprendiste? = Activity 3, page 105. 5 comprehension questions based on the reading/Video. Students wrote this out and then we went over the answers in class together.

El Pretérito:
• We watched the Gram Activa, over the use of REGULAR preterites = conjugation practice and a practice oral quiz.

• We played verb bingo, Lotería –Ir & -Er regular verbs in the preterite = more conjugation and pronunciation practice.

• Corrected the yellow handout prepared as homework, “Pretérito: Práctica #1” = Most students completed the “fill-in the blank” answers and many took advantage of the opportunity to put it all together in the TRADUZCA section bit it was unfortunate so many chose not to do this section.

Irregulars in the PRETERITO:
• We went over –IR Stem-changers in the preterite (see the top of the last page in the white handout, El PRETERITO). This is only to let students see that NO REGULAR –AR nor –ER verbs that stem-change in present tense also stem-change in the preterite.

• VERB GRID: LOS IRREGULARES DEL PRETERITO = See the backside of the White handout, EL PRETERITO)
(1) Ir & Ser
(2) Tener, Estar & Andar
Tarea:
1. Workbook Packet (amarillo) = 2B-5, page 44 (whole page): Conjugations in the preterite. Notice that part B practices the YO form of verbs ending with –car, -gar, -zar.
2. WAVA workbook, page 42 & 43 (Activities 10 & 11: vocabulary and preterite)

Spanish IV 04-27-09

Español IV
27 de abril de 2009

Precaliento: We read ¿Cuánto dura la basura? = page 48.

Graded Oral Discussion:
We formed a circle, and then taking turns students showed us the small poster they made and had up to 2 minutes to tell us about their ecologically-based problem and propose something we should do to alleviate the problem. As this is an oral, students are expected to speak without reading. They may have up to 5 words on a note.

All students are to ask 2 intelligent follow-up questions during the whole discussion.

We heard 16 people today, so we will continue this tomorrow – the performance expectations will, of course, be higher tomorrow as they have heard 16 other presentations AND have more time to prepare.

Tarea:
1. Ser and Estar Packet: Ejercicios B & E.

Spanish II 04-24-09

Español IV
24 de abril de 2009

1. Students practiced conjugating in the Preterite while playing "Battle Ship"-Verb game. I circulated and checked-in their homework while they played.

2. More verb fun...We played the bingo-style LOTERIA for -AR verbs in the preterite the students prepared as homework.

3. We corrected the homework, practicing the 2B vocabulary from page 124.

4. We reviewed numbers (pink handout) and then played 2 number recitation games - timed "tests" trying to work our way ever farther in the list of numbers with each round. We did 3 rounds with numbers 0-100, and then another 3 rounds with numbers 100-1,000,000. Whew! Challenging but fun. The kids did great!

Tarea:
1. Yellow handout: "Preterite Practice #1" - complete this worksheet reviewing the time expressions, the conjugations and then putting it all together in sentences.
2. LOTERIA - this time for -IR and -ER Verbs in the PRETERITO. Just as you did for today, select your answers from the correlated columns above, and then also write it's English equivalent. Examples: Comí/I ate, Escribiste/you wrote, etc.

Spanish IV 04-24-09

Español IV
24 de abril de 2009

1. Vocabulary practice: Crucigrama - students completed this while I checked in homework and then, taking turns completing an answer key.

2. Quick review of SER versus Estar, and then we continued on with the book and the Power Point including the verb Haber - see pages 51-52.

3. We corrected the homework: 3 exercises practicing Ser, Estar or Haber.

4. I shared the schedule for the projects and verified everyone's topic.

5. Reviewed the tarea:
A. Research a significant topic having to do with an environmental problem.
B. Develop a brief (1-2 minute) talk outlining the problem AND what you want people to do to alleviate it. Be ready to answer probing questions about your topic, and to ask others to your classmates.
C. Prepare a visual (no larger than a regular sheet of paper - 8 1/2" X 11") that will grab our attention.

Spanish II 04-23-09

Español II
23 de abril de 2009

1.I checked in homework while students practiced with one another using their homework verb grid: Subjects & verbs in the preterite, Time expressions, Verb meanings and trying to put it all together in little sentences.
Then we took the Quiz over the 8 Preterite Time Expressions studied as homework.

2. Handout: Verb Bingo Sheet(amarilla) Lotería - Regular -Ar Verbs in the Preterite: we numbered the 16 infinitives at the top of the page, and then correlated these numbers with these verbs' conjugated forms listed underneath the infinitives. Then we verified the meanings of these verbs. Tonight the students are to complete the game sheet filling their choice of the verbs and their English equivalents.

3. White Packet: EL PRETERITO.
We went over the first page:
Uses, time expressions, regular forms, spelling changers for YO in -AR verbs and spelling changers in 3rd Person for -ER and -IR verbs.
Top of the second page:
Irregular verbs Ser and IR, Dar and Ver

4. Corrected the Verb Grid homework: While we corrected we practiced the pronunciation, asking questions using the tú form and then answering in the yo.

5. Guest Speaker: Hannah Smith shared a power point and memory book about her experiences with the Amigos de las Américas program in Uruguay.

Tarea:
1. Vocabulary List - fill in the Spanish for the English, using page 124.
2. Yellow Practice Workbook Packet: 2B-1 (a & b), page 41 and 2B-2 a, on page 41. Extra credit: 2B-2 b, page 41.
3. Loteria:Regular -AR Verbs in the Preterite - Answers BOTH in Spanish and English. Example: Estudié/ I studied

Spanish IV 04-23-09

Español IV
23 de abril de 2009

1. "Estoy pensando en una palabra": Vocabulary and circumlocution (talking around the word) practice: Using the definitions written as homework on Tuesday, students worked with a partner playing a guessing game based on the vocabulary on page 46.

2. Ser versus Estar - We corrected Ex. C from the packet.

3. Introduction of Haber (page 51) and its use as the "helper verb" (auxiliary verb) in the perfect tenses (Have---ed).
2 Extra handouts:
(a) 2-sided: All of the perfects - which conjugation of Haber they use and how they are translated to English/Outline of all of the tenses to use in practicing conjugation verbs.
(b) 2-sided verb conjugations in all tenses of secar and destruir

4. Guest Speaker: Hannah Smith and her experiences with the Amigos de las Américas program in Uruguay.

Tarea:
3 exercises in the textbook practicing SER - ESTAR - HABER on pages 52-53.
1. Act. 2-8: Select the best verb and write the form needed for the blank.
2. Act. 2-9: Describe a celebrity using the sentences requiring the 3 verbs - Don't use the person's name so we can try to guess whom you are describing.
3. Act. 2-11: Write a description of each of the places indicating incorporating the three verbs.

Going from the Present Tense to the Preterite.

Going from the Present Tense to the Preterite.

First: Remember how verbs work in general:
Hablar = to talk. This is an infinitive (dictionary form of the verb).

Second: Take away the ending (-ar) and you have your stem, or root, of the verb. In this case: Habl = talk

Third: Remember each subject of the verb, takes a different ending. What are the subjects?
Yo, Tú, usted (Ud.), él, ella,
Nosotros/as, Vosotros/as, usteded (Uds.), ellos and ellas.

Fourth: To make the verb "agree" with who is doing the action, you need to "match" the ending for the "verb family" (-ar, -er, -ir) with the subject of the verb (see the third step).

Fifth: The present tense says the person does, or is doing the acting at this time (presently), or is going to do the action soon. The verb endings in the PRESENT TENSE (what we've used until we started the Preterite)
The verb endings in the PRESENTE/PRESENT TENSE are:
Yo -o
Tú -as, or -es
Ud./él/ella -a, or -e
Nosotros/as -amos, -emos, or imos
Vosotros/as -áis, éis, or ís
Uds./ellos/ellas -an, -en

Sixth: The preterite tense says the person did the action in the past. That is why the time expressions associated with these verbs are ones like: Yesterday, Last night, Last week, Last summer, 2 years ago, etc.
The verb endings in PRETERITO/preterite are:
Yo -é, or í
Tú -aste, or -iste
Ud./él/ella -ó, or -ió
Nosotros/as -amos, or imos
Vosotros/as -asteis, or -isteis
Uds./ellos/ellas -aron, -ieron

NOW PUT IT ALL TOGETHER:

Yesterday I learned the preterite:
(1) Which verb? = Aprender: to learn
(2) Take away the -er and replace it with the yo ending for -er verbs in the preterite (because it happened yesterday = past)
(3) Translate the rest of the sentence:
Ayer (yo) aprendí el pretérito

Spanish II 04-21-09

Español II
21 de abril de 2009

1. Review handout over pages 98 and 99: Shopping vocabulary and big numbers. Students worked on this first as a self-check to see how much they remembered from yesterday and/or before. I asked them to indicate on their papers what they know without having to check the book, to help them focus on what they wanted to be sure to learn. I collected and checked-in homework while they worked on this handout.

2. Corrections and review: The handout above and Activities 2 & 3 from last night's homework.

3. New vocabulary introduction, pages 102 & 103 (period 2 did both; period 4 did only the first page). Using our books we described the drawings, and then with the CD, we listened and repeated the words, and also read passages with the words in context.

4. Introduction of the past tense: El pretérito
(a) Demonstrated present to preterite actions
(b) Time expressions that imply the preterite
(c) Verb grid(pink)with endings given for all of the subject pronouns, and many of the verbs already conjugated
(d) SPELLING-CHANGERS in ONLY the YO form

5. Las expresiones del tiempo para el pretérito = KNOW these for THURSDAY (Quiz)
Yesterday = Ayer
Yesterday morning = Ayer por la mañana
Yesterday afternoon = Ayer por la tarde
Last night = Anoche
Last week: la semana pasada
Last summer: el verano pasado
Last year: el año pasado
Two years ago: Hace dos años + verbo/pretérito
For a month: Por un mes.

Tarea:
1. Quiz on the Time Expressions above.
2. CAREFULLY AND ACCURATELY fill-in the missing verb forms on your pink preterite verb grid.
3. 12 Flashcards of the subject pronouns on one side/ and their preterite endings on the other. Ex: One side has "YO pret./-ar" the other side has "-é". Do one for each of the columns at the top of your verb grid (Yo, tú, etc.) and their endings for -ar verbs. Then do another set for their endings for -er/-ir verbs.
4. KNOW the MEANINGS of the VERBS on the VERB GRID - if you don't already.

Spanish IV 04-21-09

Español IV
21 de abril de 2009

1. Expresiones para transiciones = Extra handout with exercises on the reverse. SAVE this and refer to it when writing, por fa!

2. Reviewed/corrected 4 ways to express "To Become" and the different contexts in which one would use them. Save this worksheet, too!

3. SER versus ESTAR: To Be...but which one to use when? See text pages 49-51 for uses.
We brainstormed, confirmed and then I showed the first section of a Power Point for all of the verbs in Spanish that relate to various uses of English's "To Be".

4. We reviewed the new vocabulary by correcting the exercises 2-1 & 2-2 in the workbook packet, WB41.

Tarea:
I handed out a new packet - The Uses of Ser and Estar: Review the uses on the front and back of the first page, and then write out EXERCISE A (#'s 1-10) Note: Each number has a few sentences indicated with a, b, c, etc.

Spanish II 04-20-09

Español II
20 de abril de 2009

In both classes:
1. Students turned-in their homework: A vocabulary study sheet, page 98, they created.

2. We reviewed the vocabulary on page 98 - pronunciation, and then practiced using it in a mini conversation, using each of the questions in RED and then answering it with one of the items listed below.
period 2:
3. Activity 1-part 2: Students wrote out this activity, using the vocabulary.

4. Activity 1-part 2: Partner Oral practice - guessing game based on their written responses in Activity 2. I collected their papers when done.

5. Numbers review - see page 98. We did a quick review of 0, 11-15, 16-29, and then moved to the 10's (20-90) and the 100's.

6. Period 2 had time to do phone number dictation practice: I demonstrated the format used in Latin America for telephone numbers. Students then wrote out their own and took turns dictating and writing them.
Period 4: Big push to finish up the project presentations - we only have the two people who were absent today to complete.

Tarea:
1. Activity 2, page 99: Write out the words for the prices in pesos mexicanos. We'll do the speaking part tomorrow.
2. Write out the words for the historic dates for the events in Activity 3.
Period 4: Complete Act. 1, part 1.

Spanish IV 04-20-09

Español IV
20 de abril de 2009

1. I checked in the very short homework assignment, and we disappointed so few had completed it. It seems there was some question about the last section, so I extended those 3 sentences for tomorrow.

2. New Vocabulary Practice:
a. Fill-in 2-A Vocabulary Handout, page 46.
b. Pronunciation practice.
c. Comprehension in context - read the interview with the "futurologist" on page 45 with a partner.
d. Comprehension exercise: 2-1, page 47. Completed with a partner, then reviewed as a whole class.

3. I returned the student's Annotated Bibliography project while they worked with partners.

4. Introducing the new theme: Progress and the Future/the environment. Students completed a T-chart indicating
(a) What they already knew in Spanish about the theme
(b) What they wanted to learn

5. Tarea:
(a) New Workbook Packet - exercises 2-1 & 2-2
(b) Write 10 definitons in Spanish (each a sentence long) describing the vocabulary item so someone can guess which word is being described.

Spanish II 04-17-09

Español II
17 de abril de 2009

1. Quick partner review before taking the lesson 2A test.

2. 2A Exam - in 2 parts:
(A) Recognition of grammar and vocabulary in context.
(B) Spelling test in Spanish for the vocabulary on page 96.

3. We continued on presenting our "Daily Routine" projects. Period 2 only has 2 more people to present; Period 4 seemed to take longer on the test - which is just fine - but we still have quite a few to present but will try to finish up on Monday.

Tarea:
Using the words that are organized in the boxes on page 98, Make your own Spanish to English Vocabulary list. Try using the dictionary in the back of your book to find the English for the words you don't already know.

Spanish IV 04-17-09

Español IV
17 de abril de 2009

1. We corrected the homework which was a review packet over the unit: Vocabulary, Special Terms, Literary Genres, Articles Read, and the short story, Cuéntame un cuento. The grammar focus was Preterite versus the Imperfect - forms and uses.

2. Took the 1B Test

3. Continued on with our Fairy Tales, written in groups, and then hung them in the hall and did a "Gallery Walk", admiring each others' work.

Tarea:
2-sided handout practicing many ways of saying "To Become" - they vary depending on the context. Study and complete the brief exercise on the back side.

Spanish II 04-16-09

Español II
16 de abril de 2009

1. Students turned in their 2 homework assignments for me to check in while they continued on practicing Possessive Adjectives and Pronouns in the golden packet.

2. LOTS of practice with the possessive forms - reviewing the warm-up activities and working farther in the packet.
YOU SHOULD have COMPLETED(all of these done in class this week):
1. Practice A/page 190
2. Practice B/pg 191
3. Practice D/pg 192
4. Practices E & F/pg 193
5. Practice H/pg 194 (Note - I deleted the pages 195-196 from the packet)
6. Exercise C/pg 197 (back page)

3. Web Site Review Games - I showed the students the Blog Post I wrote for them last night giving them lots of practice activities to prepare for tomorrow's test. We played these games using the Smart Board.

4. Corrections of the SER and Estar activites/homework:
(a) WAVA Activity 12, page 33.
(b) To Be packet, Exercises B & C.

Your "To Be" Packet - YOU SHOULD have COMPLETED in class:
1. Practice A/pg. 73
2. Practice B/pg. 74
3. Practice C/pg. 76
4. Practice D/pg. 77
5. Exercise A/pg. 77
Begun in class and COMPLETED AS HOMEWORK:
6. Exercises B & C/ pp.78, 79

Because we played the review games, we didn't present more projects today. Tomorrow's plan is: (1) Turn-in To Be and Possessives Packets, (2) Take the 1B test (3) Present Projects!

Tarea:
(1) STUDY for 1B Test
(2)Be ready to turn-in your completed Possessives and To Be packets.

Spanish IV 04-16-09

Español IV
16 de abril de 2009

Test review/practice:
1. I showed the blog entry I made yesterday for practice with the 1B (page 25) vocabulary and preterite/imperfect websites.
2. I distributed a study guide for the 1B test - also on the blog entry mentioned above.
3. A study/practice packet (to complete tonight)to help prepare for tomorrow's test.

Vocabulary practice in context:
1. Fairy Tales using the book 1001 cosas que buscar en el país de las hadas. Using the document camera students took turns finding the hidden elements within the illustrations, with much help from the whole class.

2. More Fairy Tale vocabulary practice - flashcards of drawings and words of common fairy tale elements.

3. Writing our own fairy tales: Working in groups of 3's, each team got an envelope of the fairy tale flashcard pictures, a glue stick, a large piece of paper and markers. Students were to select 10 items from the set of 24 story elements,and decide how to weave them into their own fairy tale. Then they pasted them on their paper in the order they would appear, and wrote their stories below. Most groups will need a little bit of time tomorrow to finish up.

Tarea:
Complete Review Packet and Study for test - check out the activities on the review blog entry.

1B Examen Prep/Review _ Spanish IV

Español IV – Repaso para el examen 1B

Guía de estudios:
1. El vocabulario- pa. 25:
• Recognición del vocabulario en contexto.

2. Comprensión –
• La entrevista con Enrique Jaramillo Levi – p. 24
• Una leyenda mexicana – p. 29
• Las artes literarias precolombinas – p. 31
• Cuéntame un cuento – pp. 37-41

3. Las estructuras-
• Los usos del pretérito versus el imperfecto – pp. 27-30
• Los cambios del sentido – pp. 32-33


Para practicar el vocabulario

Prácticas del pretérito:
Lo básico
"y" , "..ir" preterites, and saber/conocer
El pretérito o el imperfecto

2A Test Study Practice

Practice Game for Ser versus Estar


Practice Quiz for Ser versus Estar


Practice activities for vocabulary 2A

2A Vocabulary game - Jig Word

2A Vocabulary game - Jig Word 2

2A Vocabulary game - Phrase Daze

2A Vocabulary game - Speed Word

Tener expressions

“To Be” with Tener Expressions

1. Tener frío = literally "to have cold" - Remember here "cold" is a noun (thing) NOT an adjective (descriptor) as it is in English.
How do you say, “I have a cold”? = Tengo un resfrío (Do you see the word for cold in resfrío?)
I am cold (I feel cold) = Tengo frío
I am very cold (I have a lot of cold) =
Tengo mucho frío

2. Tener (la) hambre = to have hunger
I am really hungry = tengo mucha hambre

3. Tener (el) sueño = to be sleepy

4. Tener (la) sed = to be thirsty

5. Tener (la) vergüenza = to be embarrassed
(Note: Estar embarazada = To be pregnant;
and wouldn't you be embarrassed if you said that!)

6. Tener (el) calor = to be hot

7. Tener (la) prisa = to be in a hurry

8. Tener (el) miedo = to be afraid

9. Tener (#) años = to be (#) of years old.
(Note: IMPORTANT to remember the tilde on año, as ano = anus, and we really don't want to talk about having a lot of them!)

Spanish II 04-15-09

Español II
15 de abril de 2009

1. Reviewed the TWO main verbs in Spanish that mean, "To Be": Ser & Estar - Using the "To Be Packet" (blue) distributed in class yesterday, we went over the notes on forms and usage, as well as reviewed some of the practice exercises.

2. Students brainstormed verb "Tener" in special expressions that are also expressed with "To Be" in English. Afterwards, we continued on in the "To Be" packet focusing on these special expressions, completing "Practice C", after Study Point #5 (page 76)

3. Reviewed "To Be" with weather expressions as expressed with the verb "Hacer" - in Spanish we say "The weather is doing hot, cold, wind, etc." - see the packet, bottom of page 76 - top of pg. 77.

4. Quick review of the FOUR WAYS TO SAY "TO BE", and then applied them in Exercise A (packet pp. 77 -78)

5. Watched the Gram Activa - Ser and Estar

6. Review of POSSESSIVES: regular "my book" - Es mi libro, versus the book is MINE! Es el libro mío, and "It's mine!" = Es mío. See text page 88, AND Gold packet POSSESSIVE ADJECTIVES AND PRONOUNS. We quickly reviewed these concepts and completed through "Practice C", page 191, in the packet.

7. PROJECTS - Period 2 began presenting today, and Period 4 continued. The students filled in their Project Response Sheets while the others presented.

Tarea:
1. Blue "To Be Packet" = Exercises B & C = pp.78-79. NOTE Ex. C goes through # 10.
2. WAVA Workbook - Activity 12, page 33. Complete the TWO PARTS to the exercise:
(a) SELECT which verb completes the question, and then
(b) ANSWER the question using the information shown in the drawing.

Spanish IV 04-15-09

Español IV
15 de abril de 2009

1. Reminded the students of our UPCOMING CHAPTER TEST ON FRIDAY. To include:
(a)Producing the correct forms of the preterite or the imperfect depending on the context of the sentence.
(b)The vocabulary on page 25 - any/all of the items including those in "Ampliacion" and "Cuidado"
(c)The short story, "Cuéntame un cuento"

2. Returned to our small groups from yesterday to continue with our short story review:
(a) Completed our vocabulary in context list
(b) While going through the text we reviewed the elements of the story:
(1) Characters, Place, Rising Tensions + Climax + Denouement
(2) Themes
(c) We corrected the comprehension activity 1-42
(Note: I mistakenly indicated it as 1-41 yesterday)

3. Project/Oral Response Sheets: Began cutting the individual responses into strips by presenter to give to each presenter. We'll take some more time tomorrow to complete this.

Tarea: STUDY, !por favor!

Spanish II 04-14-09

Español II
14 de abril de 2009

1. Students turned in their Mi Rutina Diaria projects: pre-write, rough draft and typed final draft.

2. Received NEW HALL PASSES/EXTRA CREDIT COUPONS - IF YOU WERE ABSENT TODAY; ask me for yours; I have them waiting for you in my gradebook.

3. New and updated copy of our syllabus, "Bienvenidos a la clase de español": We reviewed the classroom expectations and grading policies.

4. We reviewed the two verbs for "To Be": Ser and Estar. See page 86. We went over what students remembered about them, and then added to their notes.

5. NEW packet: SER and ESTAR: Using TENER and HACER to Express "To be". We worked through the study notes and practice exercises on the front and back of the FIRST TWO PAGES (4 PAGES IN ALL).

6. Textbook Activity 19: Ser and Estar.

7. Students got Project Listening Response Handouts, and in both periods we took down the names of the first group of volunteers to present. In period 4, we listened to 5 presentations. Both classes will have more presentations tomorrow, and through the next couple of days.

8. ANNOUNCEMENT: Lesson 2A test = Friday. Including: Vocabulary (pg 96), Reflexive Verbs, Ser/Estar, and some Possessives - see page 88.

NO HAY TAREA ESTA NOCHE - Since you had to work so hard on your projects over the weekend, I'm giving you tonight off.

Spanish IV 04-14-09

Español IV
14 de abril de 2009

1. Students turned in their Annotated Bibliographies and Project Proposals.

2. Received NEW HALL PASSES/EXTRA CREDIT COUPONS - IF YOU WERE ABSENT TODAY; ask me for yours; I have them waiting for you in my gradebook.

3. New and updated copy of our syllabus, "Bienvenidos a la clase de español": We reviewed the classroom expectations and grading policies.

4. We divided into teams of 3's and read aloud the short story in our textbook, "Cuentame un cuento", pages 37 - 41.

5. Exercise 1-41, page 47: Rewrite the sentences in the order in which they occur in the story.

6. Chart the unknown vocabulary words from the story.
Label your columns: (1) Vocablo (2) # de línea (3) mi adivinanza del sentido
As you read through the story a second time, chart the words you don't know, indicate in which line they appear (note the numbers in the left margin) and make your best guess to the meaning based on the context.

7. We began reviewing the vocabulary exercise, and will continue with this tomorrow.

Spanish II Project 2A - La rutina diaria

Spanish II Project 2A - La rutina diaria

In this project you will demonstrate your ability to narrate a person’s daily routine as s/he awakens, gets up and gets ready for the day. A variation may be to describe the individual getting ready for a special occasion or an athlete getting ready for a "big game", or cleaning up afterwards.

Take care to develop a story, not just a list of activities. Be sure you are including an introduction, middle, and an end to your story. These should be tied together with the use of natural transitions. Why not include some tasteful humor?

You will demonstrate your mastery of your use of reflexive verbs, grooming articles, parts of the body, and articles of clothing.

Be sure to include at least ten (10) different reflexive verbs. At least one should be used with the infinitive construction. Use at least eight (8) personal care or grooming articles and some appropriate expressions one would use to comment on one’s appearance.

This is a combined composition and oral presentation, so be sure to have your own copy for presentation. Yes, this DOES MEAN you’ll need two (2) copies of your final.

Your work will be assessed in the following areas:


1. Communication of the Message:
(A) How easily you are to understand
(B) How much of the requested information you've include.

Relevant information:
(A) Developed story: Introduction/Beginning; Middle; End.
(B) Transitions/Adverbial phrases
(C) At least 10 DIFFERENT Reflexive Verbs (1 = infinitive construction)
(D) Expressions re: appearance.

2. Reflexive verb use

3. General language structure:

Specific areas for continued improvement:
Subject-verb agreement
Appropriate tense use.
Expression of possession.
Word order – possession.
Word order – nouns and descriptive adjectives.
Gender agreement – nouns with articles and adjectives
Number agreement – nouns with articles and adjectives.
Use of object pronouns

4. Pronunciation:

Specific areas for continued improvement:

Vowels: A E I O U

Consonants: H J T D R (Rr vs r) L Ll G Gui / Gue

Spanish II 04-10-09

Español II
10 de abril de 2009

1. Warm-up: Handout- Exprésate: Daily routine phrases and definitions - word matching.

2. 5 more sentences, like those from yesterday, modeling the type of work to be included in your project (due Tuesday). Reflexive verbs, daily grooming activities, grooming articles, transitions and adverbial phrases.

3. Period 2 corrected the WAVA pp. 31 & 32 (Activities 10 & 11); Period 4 corrected the 15 sentences/captions to the drawings about the boy getting ready for the day.

4. I distributed a QUIA vocabulary list for Daily Routine/Project

5. Partner Oral/Discovery Game - Using the pink handout and the 5 sentences written last night as home work last night, students got together with a partner and practiced asking and answering questions about their typical morning routine while trying to find out which activities the other had written about.

6. Body Parts Labeling Game: Working in teams of 3-4 students each, and using a long list of body parts, the team selected one student to "model" while everyone else busily labeled them.

7. I went over the DETAILS of the requirements of the project for Tuesday - see the handout from yesterday - AND a separate blog entry.
Be especially sure to:
(A) Do a complete WRITING PROCESS:
(1) Prewriting Planning:Outline/Graphic Organizer
(2) Rough Draft/s
(3) TYPED/DOUBLE-SPACED FINAL COPY

(B) INCLUDE ALL INFORMATION REQUESTED - Check your work to the "Relevant Information" indicated on the project handout.

(C) CHECK FOR GRAMMAR/SPELLING ERRORS - refer to the list on the backside of your project "Specific areas for continued improvement" under GENERAL LANGUAGE STRUCTURE.

(D)Have a COPY FOR YOURSELF THAT IS NOT THE COPY YOU TURN IN TO ME.

(E) REHEARSE your presentation - sound comfortable with all of your vocabulary, be able to tell us your story so that it is interesting to listen to and has a natural flow to the sound of it.

Spanish IV 04-10-09

Español IV
10 de abril de 2009

1. We reviewed last night's reading, page W37-W38 in the workbook packet. Students took turns reading the author's opinions aloud, and then we reviewed the answers to the questions, on W38.

2. Students turned-in their workbook packets, so I could credit them for the work completed with the substitute last week as well as this week's work.

3. Concentric Circles - Cuentos Infantiles: Working in roving partners, students read aloud to one another using the children's stories I bought in Mexico. During the reading they listed thematic vocabulary the had to look up, to help the next students at that same station with the book. Also, students answered the comprehension questions other students had written for them, and then added new ones to the list.

4. I distributed the packet of information over the RESEARCH PROJECT, where the student is to do research on a topic of cultural interest. This is a major assignment and the oral presentation is to be supported by a Power Point presentation. The type of presentation follows the format of the IB Internal Assessment Oral.

5. We finished watching Eloise, asiste a la escuela.

Tarea:
A. Annotated Bibliography = General background research to discover a topic of interest for the research project. Typed, double-spaced.
1. Look at SEVERAL sources and then select 5 sources to report on.
2. Include 3-5 completely different topics, each of which you would be happy to present.
3. Use the bibliographic citation templates available on-line through the THS Library Home Page.
4. Below each citation, write a thorough paragraph, in Spanish, indicating WHY it is a good source, WHAT information/material you will glean from it should you end up doing a report on this topice and HOW do you know it is a RELIABLE source? Remember - I do NOT ACCEPT Wikipedia as a reliable source.

B. La propuesta para el proyecto de investigatión: Complete the form in your packet indicating 3 topics, in order of preference AND three date on which to present. Include any scheduling conflicts I need to take into consideration, too, please.

Spanish II 04-09-09

Español II
09 de abril de 2009

1. 5 Warm-up sentences, practicing reflexive verbs and grooming articles.

2. Study review/reflexive verbs - meanings and forms

Period 2: Corrected the 15 sentences/captions for the cartoon about a boy's daily routine. Period 4 will do this for tomorrow.

3. Took REFLEXIVE VERBS TEST (44 POINTS with an additional 3.5 extra credit available)

4. 2 HANDOUTS for the project that will be due on TUESDAY, "La rutina diaria". This will need to be typed (double-spaced) and students should be ready to share it aloud in class. 1 handout describes the requirements and includes the scoring guide. The second handout is a list of specialized vocabulary that should be helpful in preparing the project. NOTE: TAKE CARE when getting help on your work. It is important this project is YOUR OWN WORK - Automatic translators for more than an occasional word (electronic or Spanish-speakers) are NOT appropriate.

5. Tarea/Homework:
BOTH PERIODS = Be sure to bring your workbook tomorrow.
* (Period 2) Complete WAVA pp.31 & 32 (Activities 10 & 11)
* (Period 4) Complete the captions for the 15 drawings about the boy's daily routine. Include grooming articles and clothing as well as connecting words and adverbial phrases.
* BOTH periods = Pink handout "Discovery" - Select 5 of the activities listed in the column that you do every morning. Write one sentence for each of these activities and include a different adverbial phrase (at the bottom of the handout) for each sentence.

Spanish IV 04-09-09

Español IV
09 de abril de 2009

1. Brief warm-up, study review.

2. Took the Preterit/Imperfect recognition quiz (28 points) and then we corrected it in class.

3. Continued, and completed, our personal story projects.

4. Students turned-in their listening comprehension sheets from the projects.

5. Students had the option of turning in their remaining extra credit hall pass coupons.

6. Continued with the movie, Eloise, en español.

Tarea:
Complete the reading in the workbook packet, on page 37, and then do the exercise following it on page 38.

Spanish II 04-08-09

Español II
08 de abril de 2009

1. Warm-up: Translating 5 sentences in English to Spanish - Using Reflexive verbs.

2. Period 2 - Drawing of a boy going through his daily routine (Period 4 will do this tomorrow) - Write at least 1 sentence for each, describing his typical day, being sure to use reflexive verbs (when appropriate0, grooming articles, and connector words.
Period 4: WAVA Workbook, Activities 10 & 11, pages 31 & 32. Reflexive Verbs with 2-verb phrases and by themselves. (Period 2 will do this tomorrow).

3. Homework correction: We carefully reviewed BOTH sides of last night's white handout practicing REFLEXIVE Verbs. We'll go over the packet tomorrow as part of our warm-up before the test.

4. Verb Battleship: we played the verb conjugating game with a selection of the REFLEXIVE VERBS that will be tested tomorrow with one of our partner appointments.

5. Debrief verb drill: we practiced conjugating several of the verbs together as a class before leaving.

TAREA /Homework:
1. Finish the written work begun in class: Period 2 = 15 sentences to go with the boy's typical day drawings. Period 4: Finish the sentences for WAVA Act. 10 & 11, pages 31 & 32.

2. REFLEXIVE VERB TEST:
(a) Be able to write the infinitive (dictionary form) IN SPANISH, from its English equivalent (Spelling/Meanings need to be correct). Ex. to get dressed = VESTIRSE
(b) Be able to conjugate any of the infinitives in any of their forms (Yo, tú, etc.)
Ex. Vestirse / él = él se viste
(c) Be able to translate the English conjugation to its Spanish equivalent.
Ex. He gets dressed = él se viste
Announced: There will be a project due on Tuesday - Mi rutina diaria: You'll write about your typical day - Handout with details and scoring guide to be given out tomorrow.

Spanish IV 04-08-09

Español IV
08 de abril de 2009

Announcement: It's not too late to sign-up for Spanish V. Go talk to Mrs. Croft if you would like more details, and then get to your counselor PRONTO and sign-up!

Review and compilation of our handouts/notes over the uses of "meaning changers" in the preterite, as compared to the imperfect.

Corrections - homework: Preterite/Imperfect translations, focusing on page 32.

Small groups: Read one another their personal "time line" histories they illustrated last night. Then the group selected someone to present their story under the document camera.

We continued with our "when we were little kids" projects.

Tarea:
Preterite/ imperfect test tomorrow.

Spanish II 04-07-09

Español II
07 de abril de 2009

1. Warm-up: 15 articles of clothing - pictures and words in English to give the Spanish equivalents.

2. New Handout: clip art of El cuerpo humano - we identified them in Spanish (get the notes from a Study Buddy)

3. Listening practice: we listened to the song, Mi cuerpo (Lonnie Dai Zovi, Alicante Press) and filled-in the missing parts of the body and their associated action.

4. We learned some movements to go along with the song, along with the most basic of Salsa dance steps. We practiced saying/singing the song along with the moves.

5. I took questions over any confusions about last night's packet, and I'm giving you another night to complete it.

6. I began introducing grooming articles (los articulos del tocador) - Check the previous entry to this one for today's list. We went over pronunciations and spellings as I put examples under the document camera.

7. We played, "What's missing?" - I put a small collection of grooming articles under the document camera, covered the lens and removed an item. Students had to identify, "?Qué falta?"

8. Tarea
(a) Announced (Confirmed from yesterday's announcement)= Reflexive Verb Test on Thursday. Be sure you know ALL MEANINGS, and HOW TO CONJUGATE these verbs. Be able to TRANSLATE THEM FROM THEIR ENGLISH EQUIVALENTS.

(b) White handout, Verbos Reflexivos: Tarea de práctica #1 - Great practice for tomorrow's test.

(c) If not yet done, FINISH the Body/Clothing packet from yesterday.

Spanish II - Grooming Articles, part 1

Hair dryer = la secadora
Hair spray = la laca
Lotion = la loción
Tooth paste = la crema dental,
la pasta dentífrica
la pasta de/para los dientes
Soap = el jabón
Deordorant = desordorante
Antiperspirant = Antitranspirante
Nail clippers = el cortauñas
Razor = la afeitadora (eléctrica)
Mouth wash = el enjuague para la boca
Cotton swab (Q-tip) = El hisopo de algodón

Spanish IV 04-07-09

Español IV
07 de abril de 2009

1. We corrected the translation homework from last night, incorporating the vocabulary from page 25.

2. Using the Smart Board notes, we reviewed the uses of the Preterit and Imperfect + new HANDOUT with a "semaforo" - a traffic light - using the associations of "Red = Stop"
(Completed actions in the past = preterit), "Green = Go" (On-going actions in the past = Imperfecto) and "Yellow = change (Verbs whose translation to English changes from their core meaning used in the imperfecto to a special meaning in the preterite). See textbook pages 28 & 32 as a reference.

3. We continued on with our presentations and the others with their reaction sheets.

4. Tarea:
(a) Announced a test on the use of the preterit versus the imperfect for Thursday.
(b)Handout: Translations with a focus on the uses of the preterit and imperfect as well as the "language traps" found under the "Cuidado" section of the vocabulary on page 25.
(c) Illustrate your personal timeline, written last week - demonstrating a specific event (preterite) with some background circumstances (imperfect). We'll write over the preterite (in red) and the imperfect (in green) tomorrow in class.

Spanish II 04-06-09

Español II
06 de abril de 2009

1. Review of Reflexive Verbs (see page 80 in text)
(a) What they are - The person who DOES THE ACTION also RECEIVES the action.
Examples:
NOT Reflexive:
Lavo el coche = I wash the car
I do the washing to the car
the car DOES NOT WASH ITSELF.
Reflexive:
Me lavo la cara = I wash my face (I wash my face for myself)

(b)We use SPECIAL PRONOUNS and these pronouns are like the ones in English that end with "-self". Me = myself; te = yourself, etc.
(c) These REFLEXIVE PRONOUNS are sandwiched BETWEEN the subject pronoun (yo, tú, Ud., etc.) and the FORM OF THE VERB.

2. We reviewed the VERB GRIDS that we to have been completed over the weekend. Many DID NOT do them; others seemed confused over HOW to do them. We went over all of the REFLEXIVE verbs on page 96: meanings and forms. TAKE CARE TO CONJUGATE THE INFINITIVE.
(a) Take the "se" off of the end of the form in the vocabulary list.
(b) Conjugate the verb for the subject as you would in any other verb. - WATCH OUT for the Stem-Changers, or the irregular form of YO for Poner.
(c) Write the REFLEXIVE PRONOUN IN FRONT of the conjugated form.

3. We practiced conjugating our reflexive verbs on our grids with the Ball Toss Game.

4. PACKET: Parts of the Body; Clothing. We went over the vocabulary on the first two pages: (A) El cuerpo and (B)La ropa. As on page 70 and last week's vocabulary sheet, but with some new items as well, including some reflexive verbs.

5. We completed Exercises A & B in class, and then began Exercise C together. Next I gave some in-class time to work on the packet.

We had to have a discussion over behavior expectations with a substitute - in one of the classes in particular the notes from the substitute from last week indicated that it was difficult to proceed with the lessons as planned as so much time was taken up with managing behavior. Nothing malicious, mind you, it sounded like lots of socializing and interrupting the learning environment. I am hoping to not have such comments, should I have to be away from class in the future.

6. Tarea: Complete the packet. For the composition in Exercise E, be sure to include the same type of information as shown in the EXAMPLE, using the vocabulary from the packet. (1) What does your friend LOOK LIKE and (2)What clothing is s/he wearing today (hoy).

Spanish IV 04-06-09

Español IV
6 de abril de 2009

1. We organized our project packets to include (this will be the reverse order = first thing on the list is the last paper in the packet);
(a) Story Map
(b) Rough Draft
(c) Evidence of Editing circle's work
(d) Final Typed (double-spaced)
(e) Scoring Sheet with your NAME & Presentation Number(added after lesson step #2)

2. We organized the presentational order for the projects.I wrote numbers 1-29 on the board. Then I filled in "Reina" (our only absentee) for # 29. Next I called on students in their rows and had them select a number.

3. I distributed "Project Reaction Sheets" and students filled-in the numbers and the names of each presenter. Students complete the following categories: 3 cosas que entendiste; Un complimento; Una sugerencia positiva para la próxima vez que presentas enfrente de un público.

4. We began the presentations and the other students completed their reactions sheets as the others presented.

Tarea:
A YELLOW handout of sentences to translate using the vocabulary on page 25.

Spanish II 04-03-09

Spanish II
Friday: April 03, 2009
Substitute: Amy Gergen

• Distributed the 3rd “practice” vocabulary multiple choice recognition test; Stamped their homework, and then went over the test together.

• Showed the DVD “Video Historia – pp. 76-77. Then working with a partner, the students completed Act. 3, page 77. Went over the activity together when done. Collected.

• Review/correct TAREA.

• Give a review about HOW to use REFLEXIVE PRONOUNS – Demonstrated using flash cards under the document camera.

• Verb Grids – Distributed the blank grids, and using the document camera and the verbs from page 96. Modeled how to conjugate these in their present-tense form. First fill-in the first two columns = Spanish/English infinitives.
Then filled in one conjugation at a time = all of the YO’s, then the Tú’s , etc.

• Tarea:
1. Complete the verb grid, if not done in class.

Spanish IV 04-03-09

Friday, April 03, 2009
Substitute: Amy Gergen

1. Warm-up: Workbook packet: Activity 1-11 (preterite or imperfect) – Homework stamped (rough drafts) while students are working. Went over activity together once done.

2. Workbook packet Act. 1-12: Worked through this as a class. Called on students to reinforce WHY the preterite or imperfect is used – and had them site the reasons referring the comparison chart on pages in the text.

3. Partner Editing Circles: See handouts for JOBS. PLEASE remember the editor DOES NOT CHANGE ANYTHING in the author’s writing – s/he simply underlines the questionable section and indicates what category might be the problem.

4. Ms. Gergen's presentation on Nicaragua in Spanish (:>).

Tarea:
Final copy ready to turn in with evidence of all of the writing process:
(1) Mind Map
(2) Rough Draft
(3) Evidence of Editing Circle
(4) Typed Final copy for Maestra;
another copy for you during your presentation.

Spanish II 04-02-09

Spanish II -
Thursday: April 02, 2009
Substitute: Amy Gergen

* 2nd “practice” vocabulary multiple choice recognition test; Stamp their homework, and then go over the test together.

• Working with a PAREJAS from your appointment sheet, work on a 2-sided handout of crossword puzzles.
NOTE one side does NOT have numbers – students have to build the cross words by starting with the smallest word and then figuring out the rest based on the words that line up. This is a bit of a challeng, but it as a great mind exercise.

• Review the crosswords – put one under the document camera and have the students help you fill-in the answers.

• In your book: pages 74-5. Go over the objectives in the upper right-hand corner of the page, and then played the CD #4, tracks 1-3 Track #1 = Boy describing getting ready; Track #2 = Girl’s description; Track #3 = page 75.

• Activity #1, page 75 = Track #4. This is like Charades (Caras y Gestos) – demonstrate you understand by doing the action.

• Activity #2, page 75 = Track #5. Thumbs up/down if the statement is logical or not.

• DVD = Capítulo 2A = Gram Activa = Reflexive Verbs; follow-up in textbooks on page 80.
• Tarea:
1. Activity 8, page 80
2. Activity 9, page 81.

Spanish IV 04-02-09

Spanish IV
Thursday, April 2, 2009
Substitute: Amy Gergen

1. Homework checked off while students work on this exercise below on textbook page 31. Students read “Las artes literarias precolombinas” in partners.
While still in partners, they prepare the Vamos a comparar – they should draw a Venn Diagram to indicate what are the differences and shared aspects. Then debrief this in a discussion in Vamos a conversar.

2. Students correct their homework: Act. 29, page 29.

3. As a class, work through Activity 1-34, page 33.

4. Partner Oral: ¿Qué recuerdas de tu infancia? – Handout under document camera – Working with a partner from their partner sheet and then talking with each other.

5. Writing Time: Projects. A BIG GIFT of time! I am looking forward to hearing great reports about how well the students used this (:>) Their rough drafts are due for editing circles tomorrow.

Tarea: Rough Draft of Story – BE SURE TO INCLUDE THE ELEMENTS ON YOUR MIND MAP.

Spanish II 04-01-09

Wednesday, April 01, 2009
I am traveling to a meeting in St. Louis on Thursday and Friday.
Here is a summary of the plans I left with your substitute Ms. Gergen

• Collect their 2A-A/2A-B Homework sheet.

• Distribute the “practice” vocabulary multiple choice recognition test.
Stamp their homework, and then go over the test together.

• Handout the YELLOW packet with stick figures of people – One side are the words, the back is a self-test. Go over the 3rd page: La cabeza. Model the pronunciation of the words, and then have the students test themselves on filling in the second and fourth pages. Confirm the answers once all are done.

• Homework correction: Return the papers to the students and go over the answers, addressing any questions that come up.

• Practice the 2 verb expressions some more with Act. 4, page 71

• Tarea: Have them make flashcards of the vocabulary on page 96:
Go over the pronunciation of these words before leaving class today.

Spanish IV 04-01-09

Wednesday, April 1, 2009
I'm away today traveling to meetings in St. Louis on Thursday and Friday.
Here is the work I left with your substitute, Ms. Gergen

1. Homework correction – Activities 1-8 & 1-10 in workbook packets.

2. Brain storm with the students re: the differences between the two past tenses: preterite and imperfect.

3. Open books to pages 27-32. Going through the uses/comparisons of the Preterite and Imperfect.

4.Writing (working in partners)– Act. 1-33, page 30. Partners write a brief story, using the bullets under the article as a guideline. (These will be collected)
Once done, combine the partners into groups of 4 – and each team reads their story to the other team.

5. HANDOUT: Cuando Era Niño – Please carefully go through EACH page of this packet with the students. Highlight that:
(a) Students will need to have TWO copies –
(1) Final: typed, double spaced ready to turn-in on MONDAY –
(2) for them to work off of while they present.
Please remind them they should NOT EXPECT TO USE THE ONE TURNED IN TO ME – as I will be using it while they present. No extra copy for themselves? = They are not ready to present.

(b) Students will engage us as they “build” the elements of their stories by placing visual aids under the document camera – BE SURE they have every important element represented visually. These may be small props, pictures, photos, clip art, etc. – these should all work together to illustrate your story AS IT UNFOLDS.

Tarea:
1. Activity 29, on page 29.
2. Mind Map ---story organizer in Spanish for their project story due on Monday. It needs to include:
(a) WHERE the incident took place (add what descriptors to the place are important to the anecdote?
(b) WHO were the important people in the incident? (add what characteristics of these people are pertinent to the incident?
(c) WHAT happened? – the MUST be a CONFLICT to be resolved